Do Professions Represent Competence for Entry-to-Practice in Similar Ways? An Exploration of Competence Frameworks through Document Analysis

Rich, Jessica

doi:10.20429/ijsotl.2019.130305

Cited by 8 publications

(9 citation statements)

References 25 publications

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“…In contrast, programs taking a more competency-based approach appear to be more concerned with developmental use of assessment data to inform decisions about students' learning processes and products (i.e., outcomes). This may be because of their extensive workintegrated learning requirements (Rich, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Given these differences, there is a need to also understand how entry-to-practice competence frameworks are being operationalized in postsecondary programs across professions. How a program operationalizes competency-based learning and assessment will likely depend on several factors, including: (a) the profession's pathway to licensure, (b) program requirements set by the professional accrediting body, (c) how competence is conceptualized within the profession, (d) the vision of program leadership who make implementation decisions, (e) university regulations and policies, (f) the financial and human resources available to the program, and (g) faculty members' buy-in and know-how (Pérez et al, 2016;Rich, 2019).…”

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confidence: 99%

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How are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University?

et al. 2020

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Time-honoured university policies, such as the credit-hour and academic freedom, present challenges for professional education programs tasked with operationalizing entry-to-practice competence frameworks for professional accreditation. A single embedded case study was used to explore how professional programs from one mid-sized Canadian university are approaching and perhaps problematizing the development and assessment of competence. Semi-structured interviews were conducted with educational leaders (faculty and staff, n=21) from a sample of nine programs. Following a grounded theory approach to qualitative analysis, the constant comparative method was used to inductively discern similarities and differences across programs, and to begin building theory about approaches to operationalization. While limited in scope given the use of a single university, our findings highlight: (a) diversity in approaches to operationalization across programs, (b) common attributes which can be used to classify the manner in which these programs operationalize competence, and (c) challenges with supporting faculty to buy in to competency-informed pedagogy and assessment. Given these findings, it is recommended that professional accrediting bodies and education programs spend time to consider the role university-based programs play in determining competence for entry-to-practice, as well their intents for implementing a competence framework, to ensure sufficiency in the approaches being used.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

How are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University?

et al. 2020

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“…This concept of reducing duplication was also identified in the revision of the CanMEDS 2015 Physician Competency Framework where Frank et al 2015 identified that "concepts that are relevant to multiple roles will be articulated in the role where they are most prominent" and that "the framework itself will avoid repetition" (2015, p. 6). In the competency literature however, this approach has been described as "reductionist thinking," that arises even when taking a holistic approach to assess a professional's performance across contexts, highlighting the tension that exists between conceptualising competence as a whole or as a summation of its components (Rich, 2019).…”

Section: Reducing Duplicationmentioning

confidence: 99%

The revision of competency standards for occupational therapy driver assessors in Australia: A mixed methods approach

Fields

Unsworth

Harreveld

2021

Aus Occup Therapy J

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Introduction: Competency standards outline the knowledge, skills, and attributes that are required for competent practice. This study describes the process followed to revise and validate the competency standards for occupational therapy driver assessors in order to guide clinical practice in this area of advanced occupational therapy practice. Methods: A mixed methods research approach was used in this study. In phase 1, three focus groups with driver assessors reviewed and suggested revisions to the competency standards for occupational therapy driver assessors. Phase 2 involved content validation with key stakeholders through a focus group with consumers, written feedback from Australian state, and territory driver licensing authorities, and a two-round Delphi process with Australian occupational therapy driver assessors. Results: Forty-nine occupational therapy driver assessors participated in the phase 1 focus groups. Deductive content analysis of the transcripts provided data to revise the competency standards. Inductive analysis provided an in-depth understanding of the participants' views and was interpreted through six categories and their underlying subcategories: purposes and benefits; jurisdictional variations and practice diversity; language use; defining competent practice; challenging systems and processes; and competency standards content. Forty-eight occupational therapy driver assessors participated in the Delphi process. In Round 1, only 1 of the 164 competency standards and practice behaviours rated did not achieve the pre-determined 70% consensus rate. In Round 2, all statements achieved consensus, with the overall average consensus level obtained across the Round 2 statements at 96.8%. Conclusion:The revised Australian Competency Standards for Occupational Therapy Driver Assessors have been endorsed by Occupational Therapy Australia and released for clinical use. The methods described in this research provide a framework suitable for revision or development of competency standards in both other areas of occupational therapy practice and other health-care professions.

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“…These include a philosophical alignment between methods, underlying principles, contexts of practice and practice analysis, developing and implementing a plan of data collection and analysis that is methodologically defensible and fit-for-purpose, and an audit trail that can be examined by the intended community. How a profession conceptualizes competence (e.g., degree of granularity from atomistic to holistic/integrated) will influence how developers decide to represent competence in a framework (26). Developers will need to consider the level of granularity desired in the framework (22), balancing enhanced precision (atomistic) against competency in dynamic contexts (holistic) (22,27).…”

Section: Step 4 Translate and Testmentioning

confidence: 99%

A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions

Batt¹,

Williams²,

Rich³

et al. 2021

Preprint

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Competency frameworks are developed for a variety of purposes, including describing professional practice and informing education and assessment frameworks. Despite the volume of competency frameworks developed in the healthcare professions, guidance remains unclear and is inconsistently adhered to (perhaps in part due to a lack of organising frameworks), there is variability in methodological choices, inconsistently reported outputs, and a lack of evaluation of frameworks. As such, we proposed the need for improved guidance. In this paper we outline a six-step model for developing competency framework that is designed to address some of these shortcomings. The six-steps comprise [1] identifying purpose, intended uses, scope, and stakeholders; [2] theoretically informed ways of identifying the contexts of complex, ‘real-world’ professional practice, which includes [3] aligned methods and means by which practice can be explored; [4] the identification and specification of competencies required for professional practice, [5] how to report the process and outputs of identifying such competencies, and [6] built-in strategies to continuously evaluate, update and maintain competency framework development processes and outputs. The model synthesizes and organizes existing guidance and literature, and furthers this existing guidance by highlighting the need for a theoretically-informed approach to describing and exploring practice that is appropriate, as well as offering guidance for developers on reporting the development process and outputs, and planning for the ongoing maintenance of frameworks.

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Do Professions Represent Competence for Entry-to-Practice in Similar Ways? An Exploration of Competence Frameworks through Document Analysis

Cited by 8 publications

References 25 publications

How are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University?

How are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University?

The revision of competency standards for occupational therapy driver assessors in Australia: A mixed methods approach

A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions

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